ERIC ED458135: The Measurement of All Things: Tools of the Aeronautics Trade. NASA Connect: Program 1 in the 1999-2000 Series.

33 Pages·1999·0.67 MB·English

by  ERIC

DOCUMENT RESUME
SE 065 306
ED 458 135
The Measurement of All Things: Tools of the Aeronautics
TITLE
Trade. NASA Connect: Program 1 in the 1999-2000 Series.
National Aeronautics and Space Administration, Hampton, VA.
INSTITUTION
Langley Research Center.
EG-1999-09-01-LaRC
REPORT NO
1999-00-00
PUB DATE
32p.; Accompanying videotape not available from ERIC. For
NOTE
other documents in series, see SE 065 307-312.
AVAILABLE FROM
Web site:
http://edu.larc.nasa.gov/connect/detect/norbert/lab.html.
Teacher (052)
Classroom
Guides
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
*Aerospace Education; Astronomy; Elementary Education;
DESCRIPTORS
Lesson Plans; Mathematics Activities; *Mathematics
Instruction; *Measurement; Science and Society; *Science
Education; Space Sciences; *Technology Education
ABSTRACT
This teaching unit is designed to help students in grades
4-8 explore the concept of measurement in the context of aeronautics. The
units in this series have been developed to enhance and enrich mathematics,
science, and technology education and to accommodate different teaching and
learning styles. Each unit consists of a storyline presenting the context for
the problems to be solved, lists of the mathematics and science concepts
addressed, background notes for the teacher, a list of teacher resources, and
an activity complete with blackline masters. Also included are suggestions
for extensions to the problems and their relationship to national mathematics
standards. The story line for this unit is students exploring the concept of
measurement and the tools used in measuring while learning what and how
engineers and scientists use measurement during the process of developing,
designing, and testing airplanes.
(MM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
National Aeronautics and
Space Administration
Langley Research Center
Hampton, VA 23681-0001
The Measurement
Program 1 in the 1999-2000 Series
of All
Things:
Tools of the Aeronautics Trade
Story line: Students will explore the concept
of measurement and the tools used in
measuring things, while learning "what" and
"how" engineers and scientists use
measurement during the process of
build and test
developing, designing, ind testing airplanes.
objects in a wind tunnel
Math Concepts: Number and Number Sense,
Units, Conversion, Tools
Science Concepts: Logic, Reasoning, Science
as Inquiry
use computers to
NASA Research: Fundamental Aeronautics,
simulate and test an airfoil
Measurement Science, Flight Research
U.S. DEPARTMENT ci..'"Duc-i,-rION--------\
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
i
CENTER (ERIC)
iiiTiK
is document has been reproduced as
received from the person or organization
originating it.
O Minor changes have been made to
improve reproduction quality.
graph, analyze, and present data
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
Educator's Guide
Publication Number
EG-1999-09-01-LaRC
Grades 4-8
Teachers &
This publication is in the Public Domain and is not protected by copyright.
Students
Permission is not required for duplication.
2
BEST COPY
AVAILABLE
Program 1 in the 1999-2000 NASA CONNECT Series
Lesson Guide
The Measurement of All Things: Tools of the Aeronautics Trade
PROGRAM SUMMARY
In The Measurement of All Things: Tools of the Aeronautics Rade, students
will investigate the U.S. Customary and metric systems of measurement.
They will also learn about the tools and techniques used by NASA
aeronautical engineers and scientists to measure two of the four forces of
flight: lift and drag. To apply what they have learned about measurement
and the metric system, students will work in groups to construct a wind
tunnel, a fundamental tool of aeronautics. (See Figures 1 and 2.) This
activity is taken from Mission Mathematics: Grades 5-8 and involves using a
wind tunnel to measur.! the wind resistance, or drag, of four polyhedrons
(i.e., cone, cube, pyramid, and tetrahedron). For more information on
The Measurement of All Things: Tools of the Aeronautics Rade, please visit
the following section of the NASA CONNECT web site:
http://edu.larc.nasa.gov/connect/tools.html
While visiting the corresponding web page for this program, students can
access Foil Sim, the technology-based component of the program. Foil Sim is
the online activity and is located in "Norbert's Lab" at
http://edu.larc.nasa.gov/connect/tools/norbert/lab.html
With Foil Sim, students will have the opportunity to use the computer,
another fundamental aeronautics tool. Foil Sim is an interactive simulation
software package that can be used to determine airflow around variously
shaped airfoils. Using Foil Sim, students can manipulate camber, area, angle
of attack, and thickness of an airfoil and measure the drag force of a wing.
Access to information is critical to making career decisions. Career Corner,
located at http://edu.larc.nasa.gov/connect/tools/cal.html, is a web-based
component that highlights the professionals who appear in the program,
The Measurement of All Things: Tools of the Aeronautics Rade. This web
site includes pictures of the professionals; summarizes their duties and
responsibilities; and includes details about the person, event, or situation
that greatly influenced their career choice.
TEACHER BACKGROUND
IMEA$IJ REMENT
Measurement is essential to our daily lives. Actually, it would be hard to
imagine a day when we did not use measurement and measuring
instruments. Measurement is essential to commerce: the making, selling,
and purchasing of goods and services. Measurement is a fundamental
process of science and technology. We use measurement when we operate
our cars, prepare our meals, and play sports. We use measurement in nearly
everything we do. There are seven basic categories of measurement: length,
3
Program 1 in the 1999-2000 NASA CONNECT Series
The Measurement of All Things: Tools of the Aeronautics Trade - Lesson Guide
time, mass (weight), volume, temperature, electric current, and luminous
intensity. The concepts of uniformity, units, and standards are basic to
the entire concept of measurement. The Babylonians, Chinese, Egyptians,
Greeks, Hindus, Romans, and medieval English all contributed to the
development of modern measurement. There are two systems of
measurement: (1) the English system, which consists of two related
systems, U.S. Customary and the British Imperial, and (2) the metric
system. The English system evolved over centuries and drew heavily from
the traditional practices (customs) of ancient and medieval civilizations.
Basic units of measurement in the U.S. Customary system are the foot,
gallon, pound, and mile. The metric system, one of the most significant
results of the French Revolution, is used by the world's scientific
community and by most nations. Basic units of measurement in the metric
system are the gram, meter, liter, and kilometer.
WINDTUNNELS
Wind tunnels are machines for "flying" aircraft on the ground. They are
tube-like structures or passages in which wind is produced, usually by a
large fan, to flow over objects such as aircraft, engines, wings, rockets, or
models of these bbjects. A stationary object is placed in the test section of a
tunnel and connected to instruments that measure and record airflow
around the object and the aerodynamic forces that act upon it. From
information gathered in these observations, engineers can determine the
behavior of an aircraft or its components at takeoff, while cruising, and
during descent and landing.
Wind tunnels also help engineers determine the performance of, and
eliminate "bugs" in, new designs of civil and military aircraft withOut risk
to a pilot or costly aircraft. Responses to the flight condition of new
materials and shapes for wings, ailerons, tails, fuselages, landing gear,
power systems, and engine cowlings can be assessed before these designs
are incorporated into aircraft.
Today, no aircraft, spacecraft, space launch vehicle, or reentry vehicle is
built or committed to flight until after its design and components have been
thoroughly tested in wind tunnels. Every modern aircraft and space rocket
has made its maiden flight in a wind tunnel. Wind tunnels have been
among the key tools that have made American aircraft and aeronautical
equipment the most preferred and most widely used in the world.
2
Program 1 in the 1999-2000 NASA CONNECT Series
Lesson Guide
The Measurement of All Things: Tools of the Aeronautics Trade
THE ACTIVITY: MAKING AND USING A WIND TUNNEL
Estimate, make, and use measurements to describe and
compare phenomena.
Select appropriate tools to measure the degree of accuracy required for a
particular activity.
Develop formulas and procedures for determining measures to
solve problems.
Apply the power and use of mathematical reasoning.
Apply mathematical thinking and modeling to problem solving.
111\I5TRUCTI0NA1 OBJECTIVES
Students will (1) apply and use various measurement techniques and tools;
(2) use measurement tools and techniques to construct a wind tunnel; (3)
learn and use metric units of measurement; (4) measure and record the drag
of four polyhedrons; and (5) graph, analyze, and present results.
REACHER RESOURCES
Books
Nelson, David. (1998). Dictionary of Mathematics. NY: Penguin Group.
Seiter, Charles. (1995). Everyday Math for Dummies. Foster City, CA: IDG
Books Worldwide.
How Things Work. (1990). "Flight." Lincolnwood, IL: Publications
International, Ltd.
Jennings, Terry. (1992). Planes, Gliders, Helicopters and Other Flying
Machines. NY: Kingfisher.
NASA. (1998). Aeronautics: An Educator's Guide with Activities in Science,
Mathematics, and Technology Education. Washington, DC: NASA
(EG-1998-09-105-HQ).
Web Sites
The Math Forum
4
http://forum.swarthmore.edu/paths/measurement/index.html
PBS Teacher Resource
http://www.pbs.org/teachersource/math/index.html
Measure 4 Measure
http://www.wolinskyweb.com/measure.htm
V
Wind Tunnels
http://www.quest.arc.nasa.gov
Foilsim
Check out Norbert's Lab!
http://www.lerc.nasa.gov/www/K-12/aerosim/vufoil.htm
Norbert's Lab on the NASA CONNECT web site
http://edu.larc.nasa.gov/connect/tools/norbert/lab.html
Program 1 in the 1999-2000 NASA CONNECT Series
The Measurement of All Things: Tools of the Aeronautics 11-ade
Lesson Guide
HE ACTIVITY
Ask students to share their thoughts or write their responses to the
MATERIALS NEEDED
following questions. Encourage students to research measurement and
clear adhesive tape
related topics by using the library and the Internet.
transparency film
glue
What would the world be like without airplanes?
colored pencils or markers
How did the Wright brothers design the wings for the "Wright Flyer"?
meter stick
What will futuristic aircraft look like?
box /window fan (3-speeds)
Why do we test models in wind tunnels?
cardboard
Can we test things other than airplanes in wind tunnels?
strong scissors
What careers relate to the field of aviation?
string
duct tape or packing tape
2 chairs
drag
the surface force of air that slows down the plane as it moves forward
pencil
lift
the surface flow of air generated around the wings that keeps an
safety goggles
airplane up
window screen (optional)
mass an object's quantity of matter
elastic cord (from a party hat)
mean - the average of all numbers in a data set
median
the middle number in a data set that is arranged from the lowest
to the highest
meter
the standard unit of length used in the metric system
mode
the number that appears most often in the data set
polyhedron
any many sided figure (e.g., cone, cube, or pyramid)
thrust
the force of the engine that pushes a plane forward (opposite of drag)
wind tunnel
a tunnel-like passage through which air is blown at a known
velocity to investigate or test airflow around an object
(i.e., airplane model)
.
meter stick
drag-force
A
test gauge
upper deflector
A
observation
windows
test
chamber
cardboard
panels
lower
deflector
box/window fan
Figure 1. Wind Thnnel Diagram
refer to the drawing above when constructing each section.
Program 1 in the 1999-2000 NASA CONNECT Series
The Measurement of All Things: Tools of the Aeronautics Trade
Lesson Guide
E ACIIVITY
1. Divide the class into four groups:
with fan on.
Figure 2. Completed Wind Thnnel
structure (upper deflector)
Engineering Team 1:
Upper Deflector
structure (test chamber)
(air inflow chamber)
Engineering Team 2:
structure (lower deflector)
Engineering Team 3:
Engineering Team 4: drag force test gauge
2. Make classroom copies of
Cue Cards (page 10) (1 copy per student)
observation
Test
windows
Table A: Measured and Calculated Lengths
Chamber
(page 11) (1 .copy per student)
Lower
Patterns for Polyhedrons (pages 12-15) (1 set per team)
Deflector
Student Data Worksheet (page 16) (1 copy per student)
(air outflow
chamber)
Graph of the Drag (Mean) (page 17) (1 copy per student)
3. Teams 1, 2, and 3 should complete Table A: Measured and
Calculated Lengths and give it to the teacher. (page 11)
4. Make Team Task Assignments:
Engineering Team 1: Structure (upper deflector)
Section A of wind tunnel diagram (see Figure 3)
Figure 3. Section A
Refer to Table A: Measured and Calculated Lengths to measure each
Upper Deflector Panels.
panel of the upper deflector. Carefully cut out four panels.
In the middle of one panel in the top section of the wind tunnel, cut
out a window and tape a piece of transparency film over the window
from the inside.
Tape the four panels together to form the top section. This section is
now ready for attachment to the middle section (test chamber).
Using the polyhedron patterns, build a cone, a cube, a pyramid, and a
box/window fan
tetrahedron (see pages 12-15). Use tape to attach a string to each of
these shapes.
x
II
For safety reasons, the teacher may precut panels (sections A
Note 1:
and B) for construction of the wind tunnel after the students have measured
and drawn the panels.
I-x/3-1
Note 2: Emphasize the importance of accuracy in measurement and that
the wind tunnels need to be airtight to be effective.
upper deflector panel
Note 3: Address safety factors, such as not dropping items into the fan and
not standing on chairs to look into the wind tunnel.
Program 1 in the 1999-2000 NASA CONNECT Series
The Measurement of All Things: Tools of the Aeronautics Trade
Lesson Guide
Figure 4. Section B
Test Chamber Section.
-window r tape
1
1.
x/2
T
box/window fan
test chamber
test chamber - open view with all four sides showing
Engineering Team 2: Structure (test chamber)
Section B of wind tunnel diagram (see Figure 4 above)
Refer to Table A: Measured and Calculated Lengths to measure each
panel of the upper deflector. Carefully cut out four panels.
In the middle of one panel of the test chamber, cut out a window and
tape a piece of transparency film over the window opening from
the inside.
Tape the panels together. This section is now ready for attachment to
the upper deflector (see Figure 1).
Using the polyhedron patterns (pages 12-15), build a cone, a cube, a
pyramid, and a tetrahedron. Use tape to attach a string to each of
these shapes.
Figure S. Section A
Lower Deflector Panels.
Engineering Team 3: Structure (lower deflector)
Section A of wind tunnel diagram (see Figure 5 to left)
Refer to Table A: Measured and Calculated Lengths to measure each
panel of the upper deflector. Carefully cut out four panels.
Tape the four panels together to form the bottom section. This section
is now ready for attachment to the middle section (test chamber).
box/window fan
Using the polyhedron patterns, build a cone, a cube, a pyramid, and a
tetrahedron. Use tape to attach a string to each of these shapes.
kx/3-1
/ \
Teams 1, 2, and 3 should carefully tape their sections together to
form the wind tunnel. Make sure the window on the, upper deflector
and the window on the test chamber are on the same side of the
wind tunnel before attaching. Tape the wind tunnel to the window
I-- X -I
fan and place the fan onto two chairs. (See pages 4
5 for diagrams.)
lower
deflector panel
Engineering Team 4: Drag Force Test Gauge
Section E of wind tunnel diagram. (See Figure 6, page 7.)
Cut a 10-cm x 10-cm square from cardboard.
Punch a 1-mm hole in the cardboard, centered 3-cm from the top.
Remove the elastic band from inside the party hat. (The elastic band
should be approximately 15 cm long unstretched.) Double over the
elastic to form a loop.
6
Program 1 in the 1999-2000 NASA CONNECT Series
The Measurement of All Things: Tools of the Aeronautics 17ade
Lesson Guide
Figure 6. Drag Force Test Gauge.
cmI
1-10
hole for
icalibration
elastic
10 cm
lines
cut
center point
marked
slits in
mm apart
of card
2
triangle
center point
1elastic
of card
tape
Punch top hole and thread in elastic.
Add calibration lines.
Thread the two loose ends of the elastic through the hole in the card
and hold them in place with a piece of tape.
Thread the elastic
Mark the center of the card (find center point using diagonals).
through 2 slits cut in
Beginning at the center point, draw a solid line to the right edge.
the triangle gauge
and then through
At 2-mm intervals, draw 5 lines above and 5 below the centerline that
the paper clip guide
was just drawn.
(which is taped to
Using cardboard, cut an equilateral triangle with each side equal to
the square).
2 cm. Cut two slits in the triangle, place the elastic through the slits,
and center the point of the triangle on thercenterline.
Bend a paper clip 90 degrees to form a guide clip for the elastic.
Attach the paper clip to the center of the bottom edge with tape. Slip
the elastic through the loop of the paper clip.
SUGGESTION:
Tape the top edge of the card to the center of the meter stick.
Using the polyhedron patterns, build a cone, a cube, a pyramid, and a
Using the primary colors,
tetrahedron. Use tape to attach a string to each of these shapes.
alternate the line color (for
ease of reading).
5. Testing the Shapes
If you want to even out the wind flow, place two window screens
Note:
1/8 inch apart on top of the upper (intake) deflector.
Note: Students will test each shape 3 times at each speed.
(See Table B. page 16)
Attach the tetrahedron to a string at the end of the elastic so it can be
seen through the window of the test chamber.
Note the position of the gauge.
CHALIINGE:
Start the fan on low speed. Read the amount of elastic stretch by
using the gauge. The stretch measurement is the drag force exerted by
Can you predict which
the wind on the object.
polyhedrons will have
Record the drag in Table B on the Student Data Worksheet (page 16).
more or less drag than
Run off the fan and make sure the gauge is registered at
the tetrahedron?
the centerline. Test the tetrahedron 2 more times at low speed and
record data.
Program 1 in the 1999-2000 NASA CONNECT Series
The Measurement of All Things: Tools of the Aeronautics Trade
Lesson Guide
Continue to test each shape 3 times at low, medium, and high speeds.
Calculate the mean, median, and mode for each of the polyhedrons.
(Record data on Table C on the Student Data Worksheet (page 16))
Using the data recorded in Table B, graph the mean of each
polyhedron at low, medium, and high speeds using the Graph of the
Drag (Mean) worksheet (page 17).
All groups should share their data and complete the graph.
6. Analyzing the Data
Can you answer these questions?
1. Do the shape, mass, and position of the objects in the wind tunnel
affect the drag? How? (Yes, because each will affect how much force is
exerted on the object.)
2. Which factor (shape, mass, wind speed, or drag) is the constant? That
means it stays the same throughout the activity. Why is it important
to keep the constant? (Mass is the constant throughout the activity.
Constants are needed to eliminate external factors and maintain the
only two variables: The independent factor, the one that is changed,
and the dependent factor, the one that is observed.)
3. Which objects experienced the least and most drag? Why?
(See experimental data in Table A, page 11.)
4. Do the direction and speed of the wind flow affect the drag on
the objects? (Yes, because the direction of the wind will hit different
surface areas of the various shapes.)
In which part of the wind tunnel is the wind spe.ed the fastest? Why?
5.
(The wind speed is fastest in the test chamber because the wind is
passing from a larger chamber to a smaller one.)
6. What is the importance of using a wind tunnel for the design of
aircraft or lifting bodies? (Wind tunnels are used to test the design
and viability of aircraft and other objeCTs before a full-scale version
is built.)
7. What other objects can be tested in a wind tunnel? (Cars, wheelchairs,
hurricane-proof homes, buildings, and parafoils can be tested in a
wind tunnel.)
8. Describe the relationship between the shape of the object and the
drag created? (Reducing the object's surface area in the wind flow
lowers the drag value.)
8